Observation/Reflection #1: Starting From the Beginning
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Observation: At North Kingstown, I am being given a very unique opportunity: to observe two chemistry teachers with completely opposite teaching styles. Mr. Viner is very laid back while Mrs. Crescenzo is much more strict and structured. I was able to observe the beginning of one of each of their classes while I was at North Kingstown High School on Thursday. Mr. Viner stood at the front of the class while students came in but he was busy organizing his materials. Students filtered in, chatting with each other, moving seats around, and asking to go to the bathroom or to their locker. After about two or three minutes, Mr. Viner begins the class. He asks students to take out a density worksheet that they completed earlier in the week. Since he would be giving the class a test during this period, he took the first twenty minutes to review the worksheet, do a few practice problems, and answer any questions. Mrs. Crescenzo’s class began quite differently. The students walked in and sat in their assigned seats. As students filtered in, she reminded them to put their homework assignments on her desk. One student asked if he could go to his locker because he brought the wrong book and she firmly said that locker passes were against her beliefs and he would have to share with the person next to him. Once the bell rang, she immediately began her lesson, a new chapter on energy and matter. She started by talking about the Hoover Dam and how it generates electricity and asked the students to share what they know about the dam, electricity, and energy. Next, in order to capture their attention she demonstrated potential energy and kinetic energy using a little toy woodpecker going down a tree. Reflection: ** After witnessing both classes, it is obvious that Mr. Viner and Mrs. Crescenzo have very different teaching styles and approaches. They are complete opposites from one another, so I think I will be able to learn a lot by watching how each teacher handles situations and how they run their classrooms. Mrs. Crescenzo does not waste any time with checking homework, she just collects it and jumps right into the lesson. Mr. Viner gives the students a little less structured, more laid back start to class. Even though both teachers have different approaches, I was pleasantly surprised to find that the students in both classes were respectful, attentive, and on task as soon their teacher started class. I think this shows that my CTs have established clear classroom expectations and they have gained their students respect very early on in the school year. I like how Mrs. Crescenzo engaged her students by using a real life example of energy and also captured her students’ attention by a very simple demonstration in the front of the class. Mr. Viner did a good job of getting his students ready for the test and getting their brains working in preparation for the test. I think this a better method than just handing students the test when they walk in the door.
Observation/Reflection #1: Starting From the Beginning
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?Observation:
At North Kingstown, I am being given a very unique opportunity: to observe two chemistry teachers with completely opposite teaching styles. Mr. Viner is very laid back while Mrs. Crescenzo is much more strict and structured. I was able to observe the beginning of one of each of their classes while I was at North Kingstown High School on Thursday. Mr. Viner stood at the front of the class while students came in but he was busy organizing his materials. Students filtered in, chatting with each other, moving seats around, and asking to go to the bathroom or to their locker. After about two or three minutes, Mr. Viner begins the class. He asks students to take out a density worksheet that they completed earlier in the week. Since he would be giving the class a test during this period, he took the first twenty minutes to review the worksheet, do a few practice problems, and answer any questions.
Mrs. Crescenzo’s class began quite differently. The students walked in and sat in their assigned seats. As students filtered in, she reminded them to put their homework assignments on her desk. One student asked if he could go to his locker because he brought the wrong book and she firmly said that locker passes were against her beliefs and he would have to share with the person next to him. Once the bell rang, she immediately began her lesson, a new chapter on energy and matter. She started by talking about the Hoover Dam and how it generates electricity and asked the students to share what they know about the dam, electricity, and energy. Next, in order to capture their attention she demonstrated potential energy and kinetic energy using a little toy woodpecker going down a tree.
Reflection: **
After witnessing both classes, it is obvious that Mr. Viner and Mrs. Crescenzo have very different teaching styles and approaches. They are complete opposites from one another, so I think I will be able to learn a lot by watching how each teacher handles situations and how they run their classrooms. Mrs. Crescenzo does not waste any time with checking homework, she just collects it and jumps right into the lesson. Mr. Viner gives the students a little less structured, more laid back start to class. Even though both teachers have different approaches, I was pleasantly surprised to find that the students in both classes were respectful, attentive, and on task as soon their teacher started class. I think this shows that my CTs have established clear classroom expectations and they have gained their students respect very early on in the school year. I like how Mrs. Crescenzo engaged her students by using a real life example of energy and also captured her students’ attention by a very simple demonstration in the front of the class. Mr. Viner did a good job of getting his students ready for the test and getting their brains working in preparation for the test. I think this a better method than just handing students the test when they walk in the door.